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Book
What is Montessori Preschool?
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Language: English
Published: Cleveland, Ohio: NAMTA, 1995
Book
Montessori at Home: A Complete Guide to Teaching Your Preschooler at Home Using the Montessori Method
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Language: English
Published: Rossmoor, California: American Montessori Consulting, 1991
Book
Montessori Geography Curriculum Manual: A Hands-On Sensory-Motor Based Guide for the Montessori and Open Classroom Geared to Preschool and Elementary Grades
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Language: English
Published: Hemet, California: Education System Publisher, 1988
Book
Beginning French for Preschoolers: A Montessori Handbook
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Language: English
Published: Hemet, California: Education System Publishers, 1980
Book
Montessori and Regular Preschools: A Comparison
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Language: English
Published: Washington, D.C.: National Institution of Education, 1984
Article
A Study on the Effect of Montessori-Education Program on Preschooler Multiple Intelligences / 몬테소리 교육프로그램이 유아의 다중지능에 미치는 효과 연구
Publication: 한국보육지원학회지 / Journal of Korean Child Care and Education, vol. 1, no. 1
Date: 2005
Pages: 59-81
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Abstract/Notes: 본 연구는 유아교육기관의 환경을 구성하는 교육프로그램 중에서 몬테소리 교육프로그램과 다중지능의 관련성을 살펴보고 몬테소리 교육이 유아들의 다중지능에 미치는 영향을 밝힘으로써 몬테소리 교육프로그램의 효율성을 규명하고자 하였다. 본 연구결과는 다음과 같다. 첫째, 몬테소리 교육프로그램은 유아의 다중지능 발달에 효과적인 영향을 미치는 것으로 밝혀졌다. 둘째, 다중지능 하위요인 중에는 몬테소리 교육프로그램이 유아의 음악지능과 신체-운동지능 발달에는 별다른 영향을 미치지 않았으나 논리/수학지능과 공간지능, 언어지능, 대인관계지능, 개인내지능, 자연지능 발달에는 효과적인 영향을 미치는 것으로 밝혀졌다. 이상의 결과를 통해서 볼 때, 몬테소리 교육프로그램은 유아의 다중지능 발달을 도울 수 있는 효과적인 교수방법 중의 하나임을 알 수 있다. 본 연구를 통해 몬테소리 교과과정과 교재는 다중지능의 하위구성요인과 연결되어 있고 다양한 공통적 활동을 하고 있으며, 준비된 환경은 다중지능발달에 효과적인 교육환경임을 밝혀내었다.
Language: Korean
ISSN: 1738-9496
Report
Investigations of Classroom and At-Home Interventions: Research and Development Program on Preschool Disadvantaged Children. Final Report. [3 volumes]
Available from: ERIC
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Abstract/Notes: To determine the relative effectiveness of different methods of preschool educational intervention for disadvantaged children, comparisons were made of five programs whose levels of structure ranged from the traditional nursery school to a highly structured preschool. Subjects were 79 4-year-olds representing a wide range of ability levels. Intervention effects were evaluated at the end of the preschool year and also, at the end of the kindergarten year. Follow-up data were collected at the end of first grade for three of the programs. Preliminary results were differential and encouraging for the more structured programs. The ameliorative preschool provided a framework for the subsequent investigation of related variables: effects of initiating the program with 3-year-old, low IQ children, and the feasibility of using paraprofessional staff as teachers. Included in this report are studies undertaken to provide instructional programs for children under 3 years and to find techniques to train mothers in home intervention. (MS)
Language: English
Published: Urbana-Champaign, Illinois, May 1969
Conference Paper
Montessori and Responsive Environment Models: A Longitudinal Study of Two Preschool Programs, Phase Two
Available from: ERIC
Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)
Academic achievement, Americas, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, United States of America
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Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)
Language: English
Pages: 45
Conference Paper
Four Preschool Programs: Their Lasting Effects
Annual Meeting of the American Educational Research Association (San Francisco)
Academic achievement, Americas, Comparative education, Conferences, Early childhood care and education, Early childhood education, Elementary school students, Longitudinal studies, North America, United States of America
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Abstract/Notes: This paper discusses the long-term effects of preschool experience on sixth and seventh grade students. Subjects (n=200) were primarily black, lower-SES, Head Start children who, in 1968-69, were randomly assigned to one of four preschool programs: Bereiter-Engelmann, Darcee, Montessori, and Traditional. In 1976-77, approximately 140 of the children were given the Wechsler Intelligence Scale for Children - Revised (WISC-R) and the Stanford Achievement Test (SAT). Overall "F" Tests on the achievement scores of sixth graders indicated two significant differences among programs on Reading Comprehension (p=.05) and Spelling (p=.05). Program differences on Reading Total scores were significant at the .10 level. Among seventh graders there were program differences on Reading, Spelling, and Language subtests (p=.10). Four multi-variate analyses of variance comparing the SAT Total Reading and Total Math scores and WISC-R Verbal and Performance IQ scores of children in each of the four programs indicated that the Montessori program was consistently superior to the other three programs, although these program differences were not statistically significant. Comparison of sixth and seventh grades shows that preschool program participants made average gains of 6 months in Total Reading and 1 month in Total Math. At grade seven, three groups remained 1 year behind grade level. The Montessori group was about a half year behind grade level. There were no significant IQ differences between the groups. Long-term program effects on achievement were found. Overall, children from the Montessori program consistently outperformed the others. (Author/RH)
Language: English
Report
A Comparative Study of the Effects of Preschool Education on Middle Class Children
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Abstract/Notes: To determine whether preschool education benefits middle-class elementary school children, a study was conducted which compared the social, motor, and academic progress of kindergarten and elementary school children who had attended a Montessori preschool, another kind of preschool, or no preschool. The sample was chosen according to age, attendance at preschool, and social class. A total of 201 middle-class children between the ages of 64 and 128 months participated in the study. Of those children participating 151 had attended a nursery, day care, or private school prior to entry into kindergarten for 3 or more days a week, for either half or full days. Each of the three groups of subjects contained five age levels roughly corresponding to kindergarten through fourth grade levels. The Developmental Profile II, given in the form of a parent interview, and parent and teacher questionnaires were used to obtain background information and data on children's abilities. The profile indicated the child's development in months on physical, self-help, social, academic, and communication scales. Generally, results indicated that middle-class children in the primary grades, regardless of preschool background, seem to function at the same level. Results and implications are discussed, conclusions are offered, and graphs and tables of data are included in the report.
Language: English
Published: Puce, Ontario, Canada, Jul 1982